Name: DANIELA FIGUEIRÊDO ALVES
Publication date: 22/09/2021
Advisor:
Name |
Role |
|---|---|
| REGINA GODINHO DE ALCÂNTARA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| DULCINEA CAMPOS SILVA | Internal Examiner * |
| LUCIANO NOVAES VIDON | External Examiner * |
| PRISCILA MONTEIRO CHAVES | External Examiner * |
| REGINA GODINHO DE ALCÂNTARA | Advisor * |
Summary: This research started from the need to critically understand the theoretical-methodological assumptions that guide the teaching-learning practices of the Portuguese language teachers in a regular and public high school located in Serra/ES, especially those assumptions focused on the reflection on language/linguistic analysis, aiming to investigate the challenges and possibilities of a grammar approach from a enunciative-discursive perspective. This is qualitative research, constituted as a case study. The following instruments were used for the data production: questionnaire and document analysis. We are based on a theoretical and methodological point of view, on Bakhtin language conceptions, and on the contributions of Brazilian linguists who consider the language teaching-learning process as a social interaction and construction of meanings practice. Some of those authors; Geraldi (2012, 2013), Travaglia (2005) and Antunes (2009, 2014). The main expected results are related to the understanding of the current teachers training situation, both in linguistic and pedagogical areas offered to the teachers who are the subjects of our investigation. For this, we are considering the possibility of working with grammatical contents in a reflexive approach, engaged with the critical and text producers, which results in being capable of positioning themselves in the different realities that surround them. Our educational product, which originated from this research, is an extension course, certified by the Pro-Rectory of Extension (ProEx/Ufes). This Course is focused on the possibility of articulating the axis of linguistic analysis and reflection on language to the other axes: reading, orality, and text production, under an enunciative-discursive perspective.
